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Lois Hornsby Middle

General school information

Category: Middle (06-08) School
Phone: 757-565-9400
Address: 850 Jolly Pond Road Williamsburg, VA 23188
Principal: Dr. Jessica Ellison
Superintendent: Dr. Daniel Keever
School Number: 191
Region: 2
Division: Williamsburg-James City County Public Schools
Division Number: 131
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accountability

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

School Environment

School Environment

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

ACCREDITATION

Coming Fall 2025 a new look for School Accreditation

Chapter 132. Virginia Standards of Accreditation
§VAC20-132

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 63 83 17 18 62 80 20 19 64 83 17
Female 20 64 85 15 19 62 81 19 22 64 85 15
Male 20 61 81 19 18 62 80 20 16 65 81 19
Asian 28 69 97 3 30 63 93 7 20 67 87 13
Black 8 55 63 37 8 53 61 39 8 58 66 34
Hispanic 14 61 75 25 14 63 77 23 8 68 76 24
White 26 64 90 10 24 64 88 12 27 65 92 8
Multiple Races 7 67 74 26 5 72 77 23 12 68 80 20
Students with Disabilities 15 34 48 52 8 37 45 55 5 41 46 54
Students without Disabilities 21 68 89 11 20 67 88 12 22 69 91 9
Economically Disadvantaged 7 61 68 32 7 55 62 38 6 59 66 34
Not Economically Disadvantaged 27 64 91 9 25 66 91 9 26 67 93 7
English Learners 5 27 32 68 11 17 28 72 - 28 28 72
Homeless - 33 33 67 6 39 44 56 7 33 40 60
Military Connected 22 67 89 11 14 73 86 14 20 71 91 9
Grade 6 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 60 77 23 19 60 78 22 16 65 81 19
Female 19 64 83 17 17 61 78 22 18 62 80 20
Male 15 57 72 28 20 59 79 21 14 68 82 18
Asian < < 100 0 < < < < 17 75 92 8
Black 2 49 51 49 12 48 60 40 6 56 62 38
Hispanic 15 56 71 29 13 65 77 23 7 62 69 31
White 22 65 87 13 23 62 85 15 25 68 93 7
Multiple Races 12 59 71 29 5 70 75 25 12 65 76 24
Students with Disabilities 15 23 38 63 4 40 44 56 4 41 45 55
Students without Disabilities 18 68 86 14 22 64 86 14 20 71 90 10
Economically Disadvantaged 2 61 63 37 7 51 57 43 6 58 65 35
Not Economically Disadvantaged 26 60 86 14 25 65 90 10 23 69 92 8
English Learners < < < < < < < < - 20 20 80
Homeless < < < < < < < < < < < <
Military Connected 19 67 86 14 13 66 79 21 22 65 86 14
Grade 7 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 66 85 15 18 66 84 16 18 68 86 14
Female 17 65 83 17 21 66 88 12 18 69 87 13
Male 21 67 88 13 15 66 81 19 18 66 84 16
Asian < < 100 0 < < 100 0 < < < <
Black 9 62 72 28 4 62 66 34 11 60 72 28
Hispanic 6 70 76 24 13 67 80 20 9 75 84 16
White 26 66 92 8 24 66 90 10 24 68 92 8
Multiple Races 5 79 84 16 6 78 83 17 8 72 80 20
Students with Disabilities 19 41 59 41 6 43 49 51 7 47 53 47
Students without Disabilities 19 71 90 10 20 71 91 9 20 72 92 8
Economically Disadvantaged 9 61 70 30 6 63 69 31 9 58 67 33
Not Economically Disadvantaged 25 69 95 5 24 68 92 8 23 74 97 3
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 15 76 91 9 16 76 92 8 11 83 94 6
Grade 8 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 62 85 15 19 60 79 21 22 61 83 17
Female 24 63 88 12 19 59 78 22 28 61 89 11
Male 23 60 83 17 19 60 79 21 17 61 78 22
Asian 8 83 92 8 30 60 90 10 30 50 80 20
Black 13 53 67 33 7 49 56 44 6 57 63 37
Hispanic 28 56 83 17 17 56 72 28 9 69 78 22
White 30 63 93 7 25 64 89 11 31 60 91 9
Multiple Races 6 61 67 33 5 68 74 26 18 65 82 18
Students with Disabilities 10 41 51 49 15 26 41 59 5 36 40 60
Students without Disabilities 26 65 92 8 20 66 86 14 25 65 91 9
Economically Disadvantaged 11 60 72 28 8 50 58 42 3 63 66 34
Not Economically Disadvantaged 30 62 92 8 26 66 92 8 31 60 91 9
English Learners < < < < < < < < - 29 29 71
Homeless < < < < < < < < < < < <
Military Connected 33 56 89 11 11 77 89 11 27 67 94 6
Grade 3 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 67 81 19 16 61 77 23 16 60 77 23
Female 11 70 81 19 13 65 78 22 15 63 78 22
Male 15 65 80 20 19 58 77 23 18 58 76 24
Asian 23 70 93 7 36 61 96 4 13 65 77 23
Black 3 55 58 42 4 50 54 46 6 49 56 44
Hispanic 9 65 74 26 9 58 67 33 9 54 63 37
White 18 70 89 11 22 66 88 12 24 66 90 10
Multiple Races 2 76 78 22 12 60 72 28 7 61 68 32
Students with Disabilities 6 40 46 54 9 31 40 60 4 36 39 61
Students without Disabilities 15 72 87 13 18 67 85 15 19 66 85 15
Economically Disadvantaged 4 59 64 36 5 51 57 43 6 52 58 42
Not Economically Disadvantaged 19 72 90 10 23 67 89 11 23 65 88 12
English Learners 4 48 52 48 11 36 46 54 3 29 32 68
Homeless - 41 41 59 - 22 22 78 - 24 24 76
Military Connected 13 74 88 12 17 65 82 18 13 71 85 15
Grade 6 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 68 76 24 6 54 60 40 3 64 67 33
Female 7 71 79 21 5 54 59 41 - 63 63 37
Male 7 66 73 27 8 54 61 39 5 65 70 30
Asian < < 100 0 < < < < < < < <
Black - 60 60 40 5 33 37 63 2 58 60 40
Hispanic 5 56 62 38 - 50 50 50 3 34 37 63
White 9 73 83 17 10 67 77 23 4 89 93 7
Multiple Races 7 80 87 13 6 56 61 39 - 64 64 36
Students with Disabilities 4 38 42 58 7 29 36 64 - 46 46 54
Students without Disabilities 8 76 84 16 6 64 70 30 4 72 76 24
Economically Disadvantaged 3 59 62 38 4 39 43 58 3 53 56 44
Not Economically Disadvantaged 10 75 85 15 9 69 78 22 3 75 78 22
English Learners 10 30 40 60 < < < < - 21 21 79
Homeless < < < < < < < < < < < <
Military Connected 10 81 90 10 - 67 67 33 - 70 70 30
Grade 7 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 52 68 32 13 64 77 23 18 53 71 29
Female 11 53 64 36 12 70 82 18 19 53 72 28
Male 20 51 72 28 14 58 72 28 18 52 69 31
Asian < < 100 0 42 58 100 0 20 70 90 10
Black 9 36 44 56 - 58 58 42 8 33 42 58
Hispanic 10 60 70 30 9 60 68 32 10 63 73 27
White 25 59 84 16 17 68 84 16 26 56 83 17
Multiple Races - 55 55 45 8 69 77 23 4 52 57 43
Students with Disabilities 9 38 47 53 9 34 43 57 7 28 35 65
Students without Disabilities 18 56 74 26 14 70 84 16 21 59 80 20
Economically Disadvantaged 3 46 49 51 5 56 61 39 9 43 51 49
Not Economically Disadvantaged 28 58 86 14 18 69 86 14 25 60 85 15
English Learners < < < < 8 50 58 42 < < < <
Homeless < < < < < < < < < < < <
Military Connected 20 65 85 15 15 67 82 18 8 75 83 17
Grade 8 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 74 80 20 8 63 71 29 1 68 69 31
Female 6 74 80 20 4 69 73 27 1 77 78 22
Male 6 73 80 20 11 58 69 31 1 59 60 40
Asian 10 80 90 10 < < 100 0 < < < <
Black 3 56 59 41 6 44 50 50 - 51 51 49
Hispanic 5 82 86 14 3 55 59 41 - 62 62 38
White 9 78 87 13 10 78 87 13 2 81 84 16
Multiple Races - 71 71 29 8 42 50 50 - 64 64 36
Students with Disabilities 6 32 38 62 10 28 38 62 2 29 32 68
Students without Disabilities 6 83 89 11 7 72 80 20 1 79 80 20
Economically Disadvantaged 3 65 67 33 4 44 48 52 - 54 54 46
Not Economically Disadvantaged 9 80 89 11 11 76 87 13 2 78 79 21
English Learners - 73 73 27 < < < < - 35 35 65
Homeless < < < < < < < < < < < <
Military Connected - 77 77 23 12 65 77 23 - 83 83 17
Algebra I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 71 97 3 35 65 100 0 37 63 100 0
Female 21 76 98 2 33 67 100 0 37 63 100 0
Male 32 64 96 4 37 63 100 0 37 63 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 93 93 7 7 93 100 0 29 71 100 0
Hispanic < < 100 0 31 69 100 0 33 67 100 0
White 30 68 97 3 39 61 100 0 41 59 100 0
Multiple Races < < 100 0 33 67 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 28 70 97 3 35 65 100 0 37 63 100 0
Economically Disadvantaged 14 82 96 4 16 84 100 0 23 77 100 0
Not Economically Disadvantaged 29 68 97 3 41 59 100 0 40 60 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected 29 67 95 5 40 60 100 0 33 67 100 0
Geometry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 71 100 0 53 44 97 3 60 40 100 0
Female 21 79 100 0 55 36 91 9 50 50 100 0
Male 33 67 100 0 52 48 100 0 67 33 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 31 69 100 0 61 36 96 4 57 43 100 0
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 30 70 100 0 53 44 97 3 60 40 100 0
Economically Disadvantaged < < 100 0 < < < < < < 100 0
Not Economically Disadvantaged 28 72 100 0 59 41 100 0 62 38 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 4 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 5 Mathematics Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Substitute Math Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 64 80 20 20 58 78 22 16 62 78 22
Female 12 70 83 17 15 59 74 26 15 65 80 20
Male 20 58 78 22 23 57 80 20 17 59 76 24
Asian 8 77 85 15 50 50 100 0 20 50 70 30
Black 4 51 56 44 6 49 55 45 4 45 49 51
Hispanic 11 61 72 28 16 47 63 37 11 59 70 30
White 20 68 89 11 24 66 90 10 20 70 89 11
Multiple Races 17 56 72 28 12 59 71 29 25 56 81 19
Students with Disabilities 8 45 53 47 8 41 49 51 5 31 36 64
Students without Disabilities 17 68 85 15 22 61 83 17 18 67 85 15
Economically Disadvantaged 5 60 65 35 9 49 59 41 3 51 55 45
Not Economically Disadvantaged 21 66 87 13 26 64 90 10 22 67 89 11
English Learners - 36 36 64 < < < < - 13 13 88
Homeless < < < < < < < < < < < <
Military Connected 26 48 74 26 12 74 85 15 25 69 94 6
Grade 8 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 64 80 20 20 58 78 22 16 62 78 22
Female 12 70 83 17 15 59 74 26 15 65 80 20
Male 20 58 78 22 23 57 80 20 17 59 76 24
Asian 8 77 85 15 50 50 100 0 20 50 70 30
Black 4 51 56 44 6 49 55 45 4 45 49 51
Hispanic 11 61 72 28 16 47 63 37 11 59 70 30
White 20 68 89 11 24 66 90 10 20 70 89 11
Multiple Races 17 56 72 28 12 59 71 29 25 56 81 19
Students with Disabilities 8 45 53 47 8 41 49 51 5 31 36 64
Students without Disabilities 17 68 85 15 22 61 83 17 18 67 85 15
Economically Disadvantaged 5 60 65 35 9 49 59 41 3 51 55 45
Not Economically Disadvantaged 21 66 87 13 26 64 90 10 22 67 89 11
English Learners - 36 36 64 < < < < - 13 13 88
Homeless < < < < < < < < < < < <
Military Connected 26 48 74 26 12 74 85 15 25 69 94 6
Grade 5 Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 50 84 16 32 49 81 19 32 53 85 15
Female 30 55 85 15 28 50 78 22 28 58 86 14
Male 37 45 82 18 36 47 83 17 35 49 83 17
Asian < < < < < < 100 0 < < < <
Black 14 45 60 40 12 39 51 49 8 56 64 36
Hispanic 25 56 81 19 24 59 82 18 16 65 81 19
White 40 51 91 9 41 50 91 9 44 48 92 8
Multiple Races 17 56 72 28 24 59 82 18 29 59 88 12
Students with Disabilities 6 38 44 56 3 36 39 61 10 32 41 59
Students without Disabilities 38 52 90 10 37 50 88 13 36 57 92 8
Economically Disadvantaged 18 46 64 36 14 47 61 39 8 62 70 30
Not Economically Disadvantaged 40 52 92 8 44 49 93 7 43 49 91 9
English Learners < < < < < < < < - 29 29 71
Homeless < < < < < < < < < < < <
Military Connected 48 44 93 7 29 62 91 9 39 55 94 6
Civics & Econ Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 50 84 16 32 49 81 19 32 53 85 15
Female 30 55 85 15 28 50 78 22 28 58 86 14
Male 37 45 82 18 36 47 83 17 35 48 83 17
Asian < < < < < < 100 0 < < < <
Black 14 45 60 40 12 39 51 49 8 56 64 36
Hispanic 25 56 81 19 24 59 82 18 16 65 81 19
White 40 51 91 9 41 50 91 9 44 48 92 8
Multiple Races 17 56 72 28 24 59 82 18 31 56 88 13
Students with Disabilities 6 38 44 56 3 36 39 61 10 32 41 59
Students without Disabilities 38 52 90 10 37 50 88 13 36 56 92 8
Economically Disadvantaged 18 46 64 36 14 47 61 39 8 62 70 30
Not Economically Disadvantaged 40 52 92 8 44 49 93 7 43 48 91 9
English Learners < < < < < < < < - 29 29 71
Homeless < < < < < < < < < < < <
Military Connected 48 44 93 7 29 62 91 9 39 55 94 6
World History I Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
VA & US History Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2022-2023 2023-2024 2024-2025
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2022-20232023-20242024-2025
School4106
Division296839
State4,4606,3614,559
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade
2022-20232023-20242024-2025
Grade 6278262248
Grade 7248287263
Grade 8264258294
Total Enrollment790807805

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Student Group

Fall Membership By Student Group:

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-20242024-2025
All Students790807805
Female377374392
Male413433413
American Indian42-
Asian302729
Black157161158
Hispanic88116123
Native Hawaiian12-
White456443433
Multiple Races545662
Students with Disabilities130144151
Students without Disabilities660663654
Economically Disadvantaged291274276
Not Economically Disadvantaged499533529
English Learners475057
Not English Learners743757748
Homeless101015
Military Connected97113104
Foster Care21-
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Chronic Absenteeism

Chronic Absenteeism 2024-2025 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2022-2023 2023-2024 2024-2025
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students6791177178271075
Female314613393435132
Male365563784835943
American Indian<<<<--
Asian291280293
Black124331282813423
Hispanic78161041010911
Native Hawaiian<<<<--
White398594063438728
Multiple Races45847105110
Students with Disabilities102301162011827
Economically Disadvantaged222732326524747
English Learners456503543
Homeless117910155
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2023-2024 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

School Environment

Student Behavior

Number of Events by Behavior Category
  2023-2024
Behaviors that Impede Academic Progress17
Behaviors related to School Operations22
Relationship Behaviors without Physical Harm127
Behaviors of a Safety Concern134
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others27

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Administrative Response to Student Behavior

Number of Students receiving each Response
  2022-20232023-2024
In-School Suspension 103 107
Out-of-School Suspension 94 104
Explusion and Alternative Placement 0 0
Referral to Law Enforcement 5 16
Bus Suspension 8 1

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 34.83634.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 31.941.347.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2022-20232023-20242024-2025
  PercentagePercentagePercentage
All Students 6266.571.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers
Percent Number Percent Number Percent Number

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2024-2025

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2022-202335%58%0%7%
2023-202430%57%3%10%
2024-202532%58%2%8%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

Coming Soon: A new look for ESSA and long-term goals.


ESSA School Quality Indicators Summary

Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYes - No CPYes-Yes-
AsianYesYes-Yes-
BlackNoNo-No-
HispanicYes - CPYes-Yes-
WhiteYes - No CPYes-Yes-
Multiple RacesNoNo-No-
Economically DisadvantagedNoYes-No-
English LearnersNoYesTSYes-
Students with DisabilitiesNoNo-No-

Yes = Annual target met
Yes - CP = Annual target met and improved from previous year
Yes - No CP = Annual target met and did not improve from previous year
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students81%82%79%88%
Asian93%94%91%88%
Black61%63%68%88%
Hispanic78%78%68%88%
White88%90%85%88%
Multiple Races77%79%83%88%
Economically Disadvantaged62%67%68%88%
English Learners59%59%60%88%
Students with Disabilities46%48%57%88%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students78%79%74%85%
Asian96%92%90%85%
Black55%57%61%85%
Hispanic69%72%63%85%
White88%88%81%85%
Multiple Races72%73%77%85%
Economically Disadvantaged57%63%62%85%
English Learners68%65%58%85%
Students with Disabilities41%44%54%85%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students78%
Asian100%
Black56%
Hispanic63%
White90%
Multiple Races71%
Economically Disadvantaged59%
English Learners56%
Students with Disabilities49%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students11%13%12%10%
Asian-2%10%10%
Black20%20%12%10%
Hispanic10%13%12%10%
White8%11%12%10%
Multiple Races18%16%12%10%
Economically Disadvantaged24%24%13%10%
English Learners6%9%12%10%
Students with Disabilities17%20%14%10%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress33%54%58%
English Learner Proficiency10%--

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress61833%
English Learner Proficiency33010%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-98%2%
Asian100%-100%-100%-
Black99%1%99%1%98%2%
Hispanic100%-100%-100%-
White100%-100%-99%1%
Multiple Races100%-100%-89%11%
Economically Disadvantaged100%-100%-98%2%
Not Economically Disadvantaged100%-100%-99%1%
English Learners100%-100%-100%-
Students with Disabilities99%1%99%1%97%3%
Students without Disabilities100%-100%-99%1%
Female100%-100%-98%2%
Male100%-100%-99%1%
Migrant------

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students83%82%
Asian93%96%
Black65%66%
Hispanic85%70%
White90%90%
Multiple Races79%75%
Economically Disadvantaged67%65%
English Learners72%70%
Students with Disabilities57%54%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
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